Preservice Teachers’ Experience of History and Philosophy of Science Course: A Phenomenological Research

Year 2021, , 697 - 719, 19.10.2021

Sevim Bezen , Celal Bayrak

https://doi.org/10.30831/akukeg.909617

Abstract

This research aimed to lay bare preservice teachers experience of history and philosophy of science courses. Being a phenomenological design, this research has 19 preservice teachers (age range 19-22 years; 10 male, 9 female) in its research group. Semi-structured interviews collected data of the study. Seven open-ended questions prepared by the researchers regarding this research were directed at the preservice teachers. This data was analysed by content analysis within the frame of descriptive phenomenology. At the end of this research, preservice teacher experiences of history and philosophy of science were gathered under the following main themes: “In my opinion, the history and philosophy of science course…,” “What kind of teaching I would do if it were me?” and “Have my Expectations Been Met?” It was determined that preservice teachers support constructivist teaching, they use positive expressions concerning the course's educative and directive aspects, and they made some suggestions. One view that has come to the fore in the research was that a preservice teacher should complete this course. It can be suggested that preservice teachers should complete this course for their proficiency and personal growth.

Keywords

A history of science, phenomenological approach, philosophy of science, preservice teachers, qualitative research

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